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| Preface | |
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| Acknowledgments | |
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| Introduction: How I Came to Interviewing | |
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| Why Interview? | |
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| The Purpose of Interviewing | |
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| Interviewing: "The" Method or "A" Method? | |
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| Why Not Interview? | |
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| Conclusion | |
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| A Structure for In-Depth, Phenomenological Interviewing | |
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| What Makes Interviewing Phenomenological and Why Does it Matter? | |
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| Phenomenological Theme One: The Temporal and Transitory Nature of Human Experience | |
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| Phenomenological Theme Two: Whose Understanding Is It? Subjective Understanding | |
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| Phenomenological Theme Three: Lived Experience as the Foundation of "Phenomena" | |
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| Phenomenological Theme Four: The Emphasis on Meaning and Meaning in Context | |
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| How Do These Phenomenological Themes Matter? | |
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| The Three-Interview Series | |
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| Respect the Structure | |
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| Length of Interviews | |
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| Spacing of Interviews | |
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| Alternatives to the Structure and Process | |
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| Whose Meaning Is It? Validity and Reliability | |
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| Experience the Process Yourself | |
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| Proposing Research: From Mind to Paper to Action | |
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| Research Proposals as Rites of Passage | |
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| Commitment | |
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| From Thought to Language | |
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| What Is to Be Done? | |
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| Questions to Structure the Proposal | |
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| Rationale | |
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| Working with the Material | |
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| Piloting Your Work | |
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| Conclusion | |
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| Establishing Access to, Making Contact with, and Selecting Participants | |
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| The Perils of Easy Access | |
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| Access Through Formal Gatekeepers | |
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| Informal Gatekeepers | |
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| Access and Hierarchy | |
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| Making Contact | |
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| Make a Contact Visit in Person | |
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| Building the Participant Pool | |
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| Some Logistical Considerations | |
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| Selecting Participants | |
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| Snares to Avoid in the Selection Process | |
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| How Many Participants Are Enough? | |
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| The Path to Institutional Review Boards and Informed Consent | |
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| The Belmont Report | |
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| The Establishment of Local Institutional Review Boards | |
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| The Informed Consent Form | |
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| Eight Major Parts of Informed Consent | |
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| What, How Long, How, to What End, and for Whom? | |
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| Risks, Discomforts, and Vulnerability | |
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| Rights of the Participant | |
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| Possible Benefits | |
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| Confidentiality of Records | |
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| Dissemination | |
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| Special Conditions for Children | |
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| Contact Information and Copies of the Form | |
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| The Complexities of Affirming the IRB Review Process and Informed Consent | |
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| Technique Isn't Everything, But It Is a Lot | |
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| Listen More, Talk Less | |
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| Follow Up on What the Participant Says | |
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| Listen More, Talk Less, and Ask Real Questions | |
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| Follow Up, but Don't Interrupt | |
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| Two Favorite Approaches | |
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| Ask Participants to Reconstruct, Not to Remember | |
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| Keep Participants Focused and Ask for Concrete Details | |
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| Do Not Take the Ebbs and Flows of Interviewing Too Personally | |
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| Limit Your Own Interaction | |
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| Explore Laughter | |
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| Follow Your Hunches | |
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| Use an Interview Guide Cautiously | |
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| Tolerate Silence | |
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| Conclusion | |
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| Interviewing as a Relationship | |
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| Interviewing as an "I-Thou" Relationship | |
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| Rapport | |
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| Social Group Identities and the Interviewing Relationship | |
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| Distinguish Among Private, Personal, and Public Experiences | |
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| Avoid a Therapeutic Relationship | |
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| Reciprocity | |
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| Equity | |
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| Long-Distance Interviewing and the Relationship Between Participant and Interviewer | |
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| Analyzing, Interpreting, and Sharing Interview Material | |
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| Managing the Data 115 Keeping Interviewing and Analysis Separate: What to Do Between Interviews | |
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| Recording Interviews | |
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| Transcribing Interviews | |
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| Studying, Reducing, and Analyzing the Text | |
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| Sharing Interview Data: Profiles and Themes | |
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| Making and Analyzing Thematic Connections | |
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| Interpreting the Material | |
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| Computer Assisted Qualitative Data Analysis Software (CAQDAS) | |
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| Cautions Regarding CAQDAS | |
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| The Ethics of Doing Good Work | |
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| The Ethics of Doing Good Work | |
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| The Reciprocity Implicit in Treating Participants with Dignity | |
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| Conclusion | |
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| Appendix: Two Profiles | |
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| Nanda: A Cambodian Survivor of the Pol Pot Era | |
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| Betty: A Long-Time Day Care Provider | |
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| References | |
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| Index | |
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| About the Author | |